Research in motor behavior in the year 2018

Abstract

The Motor Behavior (MB) area investigates the neuropsychological processes of the organization of the motor response in terms of learning, control and motor development from which three research sub-areas emerged called Motor Learning (ML), Motor Control (MC) and Motor Development (MD). This study aimed to describe the intellectual production in the sub-areas ML, MC and MD in 2018 and to identify the current profile of the MB area. The intellectual production in the sub-areas of the MB was organized, by stratum, type of task and adherence with the CAPES area 21 journals. There were 53 articles published by 51 researchers in the MB area linked to Postgraduate programs in Physical Education in 2018. The distribution of articles by sub-areas was represented by 30.18% ML, 54.72% MC and 15.10% MD. The MC sub-area presented 86% of articles published in the upper stratum, the ML sub-area with 37%, followed by the MD sub-area with 13%. The average of the three sub-areas resulted in 83.02% of studies with a simple task and only 16.98% with a complex task. The greater number of publications with low adherence combined with the greater number of researches with simple tasks seems to demonstrate the researchers' difficulty in approaching the knowledge produced in the area of MB for undergraduate students in Physical Education.

Does Cognitive Impairment Impact Motor Learning? A Scoping Review of Elderly Individuals With Alzheimer’s Disease and Mild Cognitive Impairment

“…In the field of motor learning, two experimental paradigms have traditionally been the focus of research: investigating the mechanisms and processes related to motor skill acquisition (e.g., attention, working and long-term memory, implicit/explicit learning, information processing) (Dutra et al, 2021; Tani et al, 2010), and exploring factors that influence the motor learning process (e.g., instruction, practice conditions, feedback) (Dutra et al, 2021; Wulf et al, 2010). Our scoping review explored both paradigms, and we explicitly focused on the interaction between participants’ cognitive deficits and motor learning.…”